The African Diaspora AMST 250
Syllabus all updates on Blackboard
Jan 11, 2011
The African Diaspora 10372
Prof. Francille Rusan Wilson
Tuesdays 12:30-1:50 SGM 101
email: frwilson@usc.edu
Professor Wilson’s Office hours: Wed. 10-12 & by appt
Office: KAP 450C TA Office 458 KAP
Teaching Assistants: Jennifer Declue (W), Treva Ellison (F), Yushi Yamazki (M)
Course Description
In this course we will examine the history, political economy and culture of the peoples of
African Diaspora focusing on but not limited to all the Americas-South, Central and North.
We’ll be interested in the ways the constraints of forced migration, slavery, deliberate erasures
and omissions have shaped the negotiation of structures of citizenship and national identity. We
will follow the transformations and transmission of African music, religion, gender roles, and
political values. We will also look at the ways the racialization of the Americas has shaped daily
life, performance, sport, and the arts.
Required Books, Readings, and purchases(in class films should be considered required readings):
1. Michael A Gomez, Reversing Sail: A History of the African Diaspora
Cambridge University Press, paperback ISBN 0-521-00135-8
2. Sheila S. Walker, ed. African Roots/American Cultures: Africa in the Creation of the Americas.
Rowman and Littlefield paperback ISBN 0-7425-0165-5
3. Maryse Condé, Segu
4. Michael A. Gomez, Exchanging our Country Marks: The Transformation of African Identities in the
Colonial and Antebellum South
5. “Clicker” by Turning Technologies register on Blackboard lecture site
6. Readings and links placed on Blackboard
Assignment Summary
1. 6 reading response papers
200 total points
[5 points each]
30 points
15%
2. 1 group project w/ original individual research paper
25 points
12.5%
3. Segu essay
15 points
7.5%
4. 2 Exams Midterm 3/1 & Final 5/11 2-4pm [50 points each]
100 points
50%
You must take the final as scheduled on Wednesday May 11,2011 2-4 pm
5. Section active participation including exercises
10 points
5%
6. Clicker & other quizzes in lecture
20 points
10%
7. Graded Extra credit of no more than 2 papers
10 points
All assignments are subject to changes announced in class & on Blackboard.
1
The African Diaspora AMST 250
Syllabus all updates on Blackboard
Jan 11, 2011
AMST 250 meets General Education Requirement in Category II: Global Cultures and Traditions and the
Diversity Requirement. The African Diaspora is one of 12 of courses that meet the Category 2
requirement offered this semester and one of 51 diversity courses offered this spring. We hope that you
are taking AMST 250 because of your interest in the subject matter, if not, you have many other choices.
STATEMENT ON ACADEMIC INTEGRITY: USC seeks to maintain an optimal learning environment.
General principles of academic honesty include the concept of respect for the intellectual property of
others, the expectation that individual work will be submitted unless otherwise allowed by an instructor,
and the obligations both to protect one’s own academic work from misuse by others as well as to avoid
using another’s work as one’s own. All students are expected to understand and abide by these
principles. Scampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while
the recommended sanctions are located in Appendix A: http://www.usc.edu/dept/publications/SCAMPUS/gov/
The Undergraduate Guide for Avoiding Plagiarism can be found at http://www.usc.edu/studentaffairs/SJACS/forms/tig.pdf
Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review,
should there be any suspicion of academic dishonesty. The Review process can be found at:
http://www.usc.edu/student-affairs/SJACS/
University policies will be followed concerning excused absences and religious holidays. Please notify
Professor Wilson in advance concerning religious holidays and documented school related absences.
Notify Prof. Wilson as soon as possible regarding other excused absences. Documentation of these
absences may be required. Personal events such as weddings, trips, and vacations do not qualify as
excused absences.
The need and requirement for courtesy and thoughtfulness in class discussions is essential when
discussing controversial topics and /or unfamiliar materials. This course is designed to develop
critical thinking on a number of important topics and is NOT a forum for attacks on your fellow
students or as a platform to express the views of any particular religion, philosophy, or political
belief. Respect and courtesy is essential to the learning process and all students are asked to
engage the readings and films analytically.
Computer use in class is limited to students with documented disabilities, for presentations,
and other pre-approved occasions. The use of computers in class is banned at all other
times except during presentations and when explicitly permitted by Professor Wilson.
2
The African Diaspora AMST 250
Syllabus all updates on Blackboard
I.
THE AFRICAN DIASPORA Definitions and Beginnings
1/11
Introduction: The African Diaspora: Transnational and Local
Jan 11, 2011
Video: “Scattered Africa: Faces and Voices of the African Disapora”
1/13
Bring clickers to class
1/13
Michael Gomez, Reversing Sail chs 1-2, 1-27 “Antiquity;” “Africans & the Bible;”
Joseph E. Harris, “The African Diaspora in World History and Politics,” Ch 4 in
Sheila Walker, African Roots/American Cultures 104-117
1/18
Segu, Part One: The Word that Descends by Night, ch 1-3 pp 1-33 (your edition may have
different page #s)
Mungo Park, “West Africa in the 1790s” on Blackboard pp 31-38 of The Atlantic Slave
Trade 2nd edition, edited by David Northrup
II.
AFRICA BEFORE THE ATLANTIC SLAVE TRADE
1/20
Michael Gomez, Reversing Sail, chapter 3, “Africans and the Islamic World
Segu, Part One chapters 4-6, pages 34-66
Have turned in one reaction paper in section the week of 1/18-22 or lose 1 point.
1/25
Joseph Inikori, “Slaves or Serfs? A Comparative Study of Slavery and Serfdom in
Europe and Africa” 49-68 On Blackboard in The African Diaspora edited by Isidore
Okepewo, Carole Boyce Davies and Ali A. Mazrui
Have turned in 1 response papers in section by the week of 1/25
1/27
Segu, Part One chapters 7-9
Michael Gomez, Exchanging Our Country Marks, Ch 2 Time & Space, 17-37
Recommended Why Were Africans Enslaved? Eric Williams, "Economics not
Racism, as the Root of Slavery"; Winthrop Jordan, "The Simultaneous Invention of
Slavery and Racism"; David Brion Davis, "Sugar and Slavery from the Old World to
the New; David Eltis, “The Cultural Roots of African Slavery” Thomas Fowell
Buxton, “An Abolitionist’s Evidence” Blackboard
III.
THE TRANSATLANTIC MOMENT
2/1
Michael Gomez, Reversing Sail 59-79 ch 4 The Transatlantic Moment
Segu, Finish Part One ch 10-11
Olaudah Equiano, “An African’s Ordeal,” 66-70 Blackboard from Northrup, The
Atlantic Slave Trade 2nd edition
3
The African Diaspora AMST 250
2/3
Syllabus all updates on Blackboard
Jan 11, 2011
Howard Dodson, “The Transatlantic Slave Trade and the Making of the Modern
World,” and Joseph Inikori, “Africans and Economic Development in the Atlantic
World, 1500-1870;" ch 5-6 in Walker, African Roots/American Cultures 118-139.
Michael Gomez Exchanging Our Country Marks, Ch 8, Talking Half African: Middle
Passage Seasoning and Language
Deadline for Disability Services forms to be filed for Midterm exam accommodations.
IV.
AFRICAN NATIONS IN THE AMERICAS
2/8
Michael Gomez, Reversing Sail, “Enslavement”, 82-106
John Wilford, “At Burial Site, Teeth Tell Tale of Slavery,” New York Times 1/31/06
Michael Blakey, “The Study of NY’s African Burial Ground,” 222-233 in Walker,
African Roots/American Cultures.
Segu: Part 2, “The Wind Scatters the Grains of Millet” ch 1-2 pp 127-146
Have turned in 2 response papers or lose 1 point.
2/10
Olabiyi Yai, “African Diasporan Concepts and Practice of the Nation and Their
Implications in the Modern World”, 244-253; Tomás Chirimini, “Candomble,
African Nations and the Africanity of Uruguay”, 256-272 and John Michael Vlach,
“Roots and Branches: Historical Patterns in African Diasporan Artifacts”, 183-204
all in African Roots/American Cultures by Sheila Walker
2/15
Rachel Harding, “Ě a Senzala: Slavery, Women, and Embodied Knowledge in AfroBrazilian Candomble,” 3-18 in Women and Religion in the African Diaspora, eds. R.
Marie Griffith and Barbara Savage Blackboard
Ali A. Mazrui, “Islam and the Black Diaspora: The Impact of Islamigration, 344349 in The African Diaspora edited by Okepewo, Davies and Mazrui
Sheila Walker, “Everyday Africa in New Jersey” ch 1 in Walker, 45-73 in African
Roots/American Cultures
Segu, Part 2 ch 3-6
Have turned in 3 reaction papers or lose another point
V.
REBELS, MAROONS AND REVOLUTIONS
2/17
Michael Gomez, Reversing Sail, ch 6 “Asserting the Right to Be” 109-141
Celia Azevedo, “Images of Africa and the Haiti Revolution in American and
Brazilian Abolitionism”, 167-174 in The African Diaspora eds. Okepewo, Davies and
Mazrui Blackboard
4
The African Diaspora AMST 250
Syllabus all updates on Blackboard
Jan 11, 2011
2/22-24 Segu, finish Part 2 ch 6-10
Gilberto Leal, “Fariga/Ifarada: Black Resistance and Achievement in Brazil” &
João José Reis, “Quilombos and Rebellions in Brazil,” 291-311 in Walker, African
Roots/American Cultures;
March 1
Midterm Only 3 response papers accepted after Midterm.
Students with disabilities must arrange for accommodations 3 weeks ahead of time
VI.
MEMORY, LOSS and TRANSFORMATION
3/3
Segu, Part 3: A Fruitless Death ch 1-6
Michael Gomez, Reversing Sail, ch 6 “Asserting the Right to Be” 141-159
3/8
Michael Gomez, Exchanging our Country Marks, ch 1 Vesey’s Challenge
Segu Part III “A Fruitless Death” 7-10 Finish part III and keep reading
3/10
Romero J. Rodriguez, “The Afro Populations of America’s Southern Cone:
Argentina, Bolivia, Paraguay, and Uruguay” 314-329 in Walker, African Roots
Lucía Dominga Molina & Mario Luis López, “Afro-Argentineans: “For-gotten and
Disappeared”—Yet Still Present” 332-345 in Walker, African Roots
3/14-3/18
Spring Break no Classes but finish Segu
3/22
Exchanging Our Country Marks, Ch 3 Warriors, Charms and Loas
Jesús “Chucho” Garica, “Demystifying Africa’s Absence in Venezuelan History and
Culture”, 284-289 in Walker, African Roots/American Cultures
3/24
(Segu Part IV-V “The Fertile Blood, And the God’s Trembled)
3/29
Exchanging Our Country Marks, Ch 4 Praying on duh Bead
3/31
Segu Paper Due in Lecture no late papers accepted
4/5
Exchanging Our Country Marks, Ch 5 Societies and Stools
4/7
Exchanging Our Country Marks, Ch 6 I Seen Folks Disappeah
Olly Wilson, “It Don’t Mean a Thing If it Ain’t Got that Swing”: The Relationship
between African and African American Music, 153-167 in Walker, African Roots
Week of April 11th GROUP PROJECTS BEGIN PRESENTING IN SECTION
4/12
Exchanging Our Country Marks, Ch 8 Tad’s Query
5
The African Diaspora AMST 250
Syllabus all updates on Blackboard
Jan 11, 2011
Gloria Rolando, “Stories and Images of Our People: Propositions for a Future,” 348-351 in Walker,
African Roots/American Cultures
4/14
Gomez, Exchanging, ch 9-10 “Turn the Pot Over: Christianity and the African
Based Community” & “The Least of These”
4/19
Michael Gomez, Reversing Sail, ch 6-7 “Reconnecting” 159-190
4/21
Gomez, Reversing Sail, ch 8Movement People
Basu and Lemelle eds., The Vinyl Ain’t Final: Hip Hop and the Globalization of
Black Popular Culture, Eric Arnold, “From Azeem to Zion-I: The Evolution of
Global Consciousness in Bay Area Hip Hop”; Adria Imada, “Head Rush: Hip Hop
and a Hawaiian Nation ‘On the Rise’”; Sohail Daulazai, “ War at 33 1/3: Hip Hop,
the Language of the Unheard, & the Afro-Asian Atlantic
4/26
Timothy Brown, ‘‘Keeping it Real’ in a Different ’Hood: (African-)
Americanization and Hip Hop in Germany; Veronique Helenon, “Africa on their
Mind: Rap, Blackness, and Citzenship in France,” The Vinyl Ain’t Final: Hip Hop
and the Globalization of Black Popular Culture on Blackboard
4/28
Exam Review Last Class
5/11 Wednesday 2-4
Final Exam No exceptions to day and time. Students with
disabilities should file papers with Disability Services 3 weeks in advance.
A public service announcement from our sponsors:
Category II. Global Cultures and Traditions (g): Courses in this category introduce students to cultures and
civilizations associated with Africa, Asia, Latin America, the Middle East, Native America, and Russia. Each course
examines the distinctive qualities of the cultures studied and seeks to engage and explain those characteristics on
their own terms. Students learn to understand the impact of historical development on cultures that interact in the
contemporary geopolitical scene and to articulate the role that cultural differences play in those interactions. As a
result, they are better prepared to participate actively in an increasingly global cultural and political landscape.
Courses in this category are distinguished by their breadth of perspective over a substantial period of time.
Comparative insights may also be offered between these cultures and those studied in Category I Western Cultures
and Traditions. Diversity Requirement (m): The diversity requirement is designed to provide undergraduate
students with the background knowledge and analytical skills necessary to understand and respect differences
between groups of people. Students should understand the potential resources and conflicts arising from human
differences on the contemporary American and international scene. Students will increasingly need to grapple with
issues arising from different dimensions of human diversity such as age, disability, ethnicity, gender, language, race,
religion, sexual orientation, and social class. These dimensions and their social and cultural consequences will have
important ramifications for students' personal, professional and intellectual lives, both for the time they are students
and in later life. Students will gain exposure to analytical frameworks within which these issues are to be understood
and addressed, including social, political, cultural, ethical and public policy analyses. It is the university's goal to
prepare students through the study of human differences for responsible citizenship in an increasingly pluralistic and
diverse society. The diversity requirement must be met by all students who began college at USC or elsewhere in
fall 1993 or later. It can be met by passing any one course carrying the designation "m" for multiculturalism.
6
The African Diaspora AMST 250
Syllabus all updates on Blackboard
Jan 11, 2011
Assignment Instructions
I.
Reading response papers 6 due in section *5* pts each points total.
Your 1-2 page typed response paper is not a summary but it addresses the following points:
a.
What are the authors’ main points and arguments? Do the authors offer specific concepts, key definitions,
frameworks of analysis? Can you compare the authors’ views with other writers in this course? Does the central
argument compliment or contradict other readings?
b.
Write at least 2 discussion questions that grow out of your reading for full credit.
c.
Response papers are due in section they should not be emailed. Late response papers will not be accepted. You should
turn in a response paper roughly every other week. You may write 1 additional response papers for extra credit.
Grading Scale for response papers: A 4.5-5; B 4; C 3.5; D 3;<3 F. Your response paper should be 1-2 pages long and
should be typed. It must cover all the readings for the day, late response papers will not be accepted. The reading list
indicates the deadlines for response papers.
II.
Group projects and individual papers. You will get a separate sheet with the topics and further
instructions and due dates.
The Group Projects will involve research, reading, and presentation in section. The presentations selected to
present in lecture will receive extra credit. The groups will be randomly selected by section, with a maximum of 5
students. All projects will be comparative in terms of regions, and will cover gender, labor and age. All projects
will develop specific arguments and conclusions regarding their collective findings. Grades will be based upon the
quality of the presentation and its overall conclusions and your individual paper and annotated individual
bibliography. You may not use websites which do not contain primary documents. The group presentations should
be 20 minutes and not longer, individuals 10 minutes max. Your individual papers should be about 4-5 pages not
including annotated bibliography. Do not use websites that do not have academic documentation, e.g.: footnotes,
sources etc. If your group does not work well you must have advance permission from your Teaching Assistant and
Prof. Wilson to do a solo paper and it must be comparative and on the topic chosen by your group. Presentations
may use power point, create wiki’s, and should use visuals, sound, and other relevant media such as maps, timelines
etc. You will also submit a signed statement which accounts for the division of labor on the presentation.
III. Segu Paper. Due 3/31 This paper will examine the themes of family, slavery, religion, and gender as they
unfold in the Kingdom of Segu and in the Traore family as its members and relatives travel within Africa, to Brazil,
and “reversing sail” go back to Africa and to Europe. 4-5 pages 15 points. This is not a group project and
substantially similar papers will have one grade divided among them &/ or be referred to the proper authorities.
In your essay describe the organization of the family, class divisions, and gender roles in the Bambara Kingdom
of Segu, using specific examples from the text, and discuss how these were transformed with the arrival of Islam
and the Atlantic slave trade. Next compare and contrast slavery in Africa and the Americas as seen in Segu in
our readings and documentary films. Finally compare and contrast the belief system of traditional Bambara
society as seen in Segu with Islam and Christianity first as seen in Segu and in our scholarly books and articles.
4. Exams and quizzes will be identification, short answer, mapping, and essay.
5. Extra credit is graded. Students may hand in one additional response paper and will be given a list of
approved extra credit activities. Give your TA your response paper and give Prof. Wilson your activities.
7
The African Diaspora AMST 250
Syllabus all updates on Blackboard
Jan 11, 2011
Sample topics for the Group Projects
A. The Spread of African Cultures in the Americas
1. African religions in Cuba, Brazil, Haiti, South and Central America.
2. African religious & cultural influence in Christian music, dance, & worship in U.S., Spanish America, and
the Caribbean.
3. African cultural themes and signifiers in black American slave tales, Jamaican folklore, Haiti and the
French Caribbean.
4. The influence of Africans on architecture, arts, and technology in the Americas.
5. Black presence/absence/ recovery in Peru, Mexico, Argentina, Venezuela, Dominican Republic, and
Colombia.
6. Other African diasporas: politics and culture: Europe, the Indian Ocean, Iran and Iraq
7. Creoles, Black English, and the influence of African languages on the West
B. Resistance
8. Slave revolts in Brazil, the French & Dutch Caribbean, and the United States.
9. Maroon and runaway colonies in the Caribbean, Central America, and the U.S.
10. Muslim captives, travelers and Islam in the Americas: Caribbean, Brazil, US 16-19th century
11. Black anti-slavery leaders: U.S., Cuba, Haiti in their own words.
C. Establishing New Identities
12. Black families during slavery: U.S.; Caribbean, Brazil; oral histories.
13. The Status and roles of enslaved women in the Caribbean and the U.S.
14. Garveyism in the Americas; women in the Garvey movement, Cuba, Harlem, Kingston
15. Pan Africanism in practice and praxis, 19-21st century
16. Negritude and other Black Arts Movements globally, including music, dance, surrealism
17. Race, class, manhood & sports in the Diaspora: Cricket, Olympic Sports, Boxing, Soccer & Baseball
18. Black consciousness movements in Latin America and Europe
19. Music as resistance and reconnecting: Latin Jazz, Calypso, Reggae, Hip Hop.
20. African influences in Dance and Performance: Haitian, Cuban, U.S.
21. African religious traditions and mashups: Rasta, Black Hebrew Israelites, African practitioners
22. Politics, race, and immigration in Europe, 20th and 21st Century.
8